Student perceptions of transversal competencies in a school–university articulation experience

Abstract

The study analyzes secondary school students’ perceptions of the development of transversal competencies after their participation in the Company in the Classroom module, part of the Youth Immersion into University and Working Life program implemented by the Universidad Escuela Argentina de Negocios (UEAN). A quantitative, non-experimental, cross-sectional, descriptive-exploratory study was conducted. The population consisted of 400 students from eight secondary education institutions, of whom 125 voluntarily completed a self-administered questionnaire at the end of the experience. The results were organized into dimensions related to autonomy and analytical thinking, socio-affective aspects and collaborative work, learning and knowledge transfer, and academic projection. The data were analyzed using descriptive statistics. The most favorable perceptions were concentrated in listening and respect among peers, group organization, and understanding of business dynamics. In contrast, aspects related to individual contribution, active participation, and the perceived influence of the experience on career choice showed greater heterogeneity. It is concluded that students reported predominantly favorable perceptions of several components of the experience, particularly those associated with group interaction and the understanding of business-related situations. The module shows potential as a strategy for familiarizing students with university and workplace environments; however, further studies using comparative designs and objective measures are needed to assess its effects.